Mobile’s progress in improving public education may be its best kept secret — at least to Mobilians.

It is this: Every year, folks from across Alabama and the country visit Mobile to learn more about its engaged and supportive community, committed elected officials and, especially, the hard work of educators and students.

The results are encouraging and include improvements in math and reading scores in elementary schools, and innovations in the teaching of math and science, such as the engineering academy at Davidson High School.

Mobile also has a recently developed comprehensive plan to ensure that all students have an opportunity to graduate from high school prepared for workforce training and college.

Recently, Alabama leaders have been discussing public charter schools for two reasons: as a way to improve educational outcomes, and to increase the state’s chances for up to $200 million in federal "Race to the Top" money.

So you might ask why Alabama needs charter schools when Mobile is making such great strides. And that question is worth examining for both Mobile and the state.

Our public schools exist to educate children — and to prepare them for life. That simple truth can guide us, especially now, when many schools in Alabama and throughout America are not fulfilling the mission.

That’s why, starting in 1992, states have been providing "charters" to groups of teachers and parents to run public schools with more flexibility balanced by more accountability.

The purpose of charters is to develop successful public school models that increase student learning. The lessons from these models can then be replicated in other public schools.

Charter schools make their own faculty decisions, determine the curriculum, and set the length of the school day and year.

Charter schools must follow the same course of study and pass the same state assessments as other schools. But charter schools are held to a higher standard than other public schools: Failure to fulfill the mission of educating children brings consequences. They can be closed if they don’t succeed.

Public charter schools have a proven track record with poor and minority students. That’s an important factor, especially here in Alabama where more than 50 percent of our students are low income.

On average, these children score 30 points behind their more affluent classmates.

Thanks to the hard work of many educators and students, Alabama is making strides in closing that achievement gap. Our schools led the nation in gains in fourth-grade reading, with low-income students making the greatest gains.

And there are a growing number of elementary schools that are both high poverty and high performing, especially in Mobile.

But we have a long way to go to make sure all children attend a school that provides them an opportunity to graduate with the knowledge and skills they need.

Because of their track record, public charter schools have earned bipartisan support both nationally and here in Alabama.

Thirty-nine states — including most Southern states — already have charter schools. The lessons learned there can help us work through fears and misconceptions that have emerged.

For example: Charter schools are a part of the local and state system — not a dual or competing system. And, there is no evidence that public charter schools resegregate public schools.

In fact, we can and should include provisions in our public charter school law to protect against it.

Some states also prohibit converting private schools to charter schools.

Many charter schools make a special commitment to serve students with the greatest needs. Nationally, charter schools enroll more minority students and more low-income students than other schools.

Magnet schools are another strategy to strengthen public education. However, magnet schools and public charter schools differ in two distinct ways.

First, magnets fall under the same restrictions as other public schools. Secondly, magnet schools can exclude students based on academic or other criteria.

Charter schools must take all children who enroll. If interest exceeds available space, then charter schools must have a lottery to ensure fairness.

Public education dollars are allocated based on enrollment, and therefore the existing dollars would follow the students just as they do when new schools open or zoning lines change.

If a system chooses to convert a low-performing school to a charter school, then funding remains in the same building.

Bringing public charter schools to Alabama could actually increase school funding in two major ways.

The "Race to the Top" money could be used to expand programs that are helping schools make progress, such as the Alabama Reading Initiative and the Alabama Math, Science and Technology Initiative.

Mobile is adept at winning significant outside grant dollars for schools, and this would open up another category of federal and private grants.

Local systems such as Mobile might grant charters as part of an existing comprehensive improvement plan.

For example, a charter high school might spur more innovations for students who are off-track for graduation or create an entire school that provides project-based instruction.

Or think about the power of a charter middle school built on the lessons learned from Mobile’s six "Torchbearer" elementary schools — those high-achieving and high-poverty schools recognized by the state.

Teams of educators in these schools share high expectations for all students and are committed to their own professional learning.

Communities might choose not to pursue charter schools, but they are a proven strategy that can help children and help school systems move forward.

While there are no silver bullets to achieve great schools for every child, charters can be a great tool.

Why wouldn’t we want Alabama to have the opportunity to use every tool that can help our children?